Task 8

Completion throughout the year of the 120 assigned Primary Sources from the Sherman textbook.

Content Standards:

  1. Assess data and draw inferences
  2. Present all information in a clear and concise written format.
  3. Collect and evaluate and employ information from primary source material.
  4. Identifybias and prejudice within historical documents.
  5. Construct and tests hypotheses presented
  6. Assessdata and draw inferences.
  7. Demonstrate understanding of historical cause and effect.
  8. Relate the connections, casual and otherwise, between particular historical events and larger social, economic, and political trends and developments.
  9. Interpretpast events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.

Criteria:

  1. Offer an in-depth analysis and interpretation of the document.
  2. Distinguish between fact and opinion.
  3. Explores reliability of author, bias.
  4. Shows evidence of thorough knowledge of period. Read the appropriate Section in McKay-Hill (as assigned by PSA Work packet)
  5. Identify the key issues and main points included in the primary source; show an understanding of author's goal(s)/intent.
  6. Show a strong understanding of author's audience

General Task Description:

Students will continue to analyze primary source document on a continual basis. The will use the Primary Source Work Sheet and self evaluate using the Rubric below. DBQ’s will be discussed in class on a regular basis. Once every three weeks the PSA folder of each student will be graded using a Holistic means of grading.

Rubric

Primary Source Analysis Rubric

Name: ______
Date: ______
Class: ______

Remarks /Score / Exemplary 16-20 / Adequate 11-15 / Minimal 6- 10 / Attempted 1 - 5
Analysis of Document / Offers in-depth analysis and interpretation of the document; distinguishes between fact and opinion; explores reliability of author; / Offers accurate analysis of the document / Demonstrates only a minimal understanding of the document / Reiterates one or two facts from the document but does not offer any analysis or interpretation of the document
Knowledge of Historical Context / Shows evidence of thorough knowledge of period in which source was written; relates primary source to specific historical context in which it was written / Uses previous general historical knowledge to examine issues included in document / Limited use of previous historical knowledge without complete accuracy / Barely indicates any previous historical knowledge
Identification of Key Issues/Main Points / Identifies the key issues and main points included in the primary source; shows understanding of author's goal(s) / Identifies most but not all of the key issues and main points in the primary source / Describes in general terms one issue or concept included in the primary source / Deals only briefly and vaguely with the key issues and main points in the document
Understanding of Audience / Shows strong understanding of author's audience / Shows some understanding of author's audience / Shows little understanding of author's audience / Shows no understanding of author's audience
Relates and is reflective to current events / Shows strong understanding relationship/reflection to current events / Shows some reflection in regard to current events / Shows little understanding of relationship to the current world and little reflection. / Shows littler or no understanding of criteria

Analyzing a Primary Source Evaluation Form

Name: ______
Date: ______
Class: ______

Exemplary
16-20 / Adequate
11-15 / Minimal
6-10 / Attempted
1-5
Analysis of Document
Knowledge of Historical Context
Identification of Key Issues/Main Points
Understanding of Audience
Relates and is reflective to current events

COMMENTS:

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